But I what most caught my ear were some comments from N.C. Rep. Craig Horn, a Republican from Weddington.

In response to questions about several Charlotte-area charter schools that had failed this year, Horn said that North Carolina needs to do a better job of making sure a proposed charter has its financial house in order.

"Charters need to be held to a higher level of accountability on the finance and governance side," he said.

He said that lawmakers had focused a lot on making sure charter school academics were up to snuff, but now needed to shift.

Here are a few more things that stood out:

Clark said CMS would be hosting five to six "teacher voice sessions" over the coming months for teachers to talk about what would create a better working environment for them.

Cobey said that the state will require virtual charter schools to provide children they accept with a computer and Internet access if the student doesn't have access.

Cobey also said charter schools have struggled in Mecklenburg County because CMS has done a good job offering choices to families.

Guckian said McCrory's goal is to move toward one electronic device per student in every N.C. school.

Where has Bill Cobey been? I know it's not South Carolina, they evidently know a tad more about public education than Mr. Cobey. Mr. Cobey, you and your friends have created one of the most toxic public education systems in the nation, keep up the great work.

When Ann Clark states she's going to hire more teachers without funding from Raleigh because she will "find the money somewhere", that should tell you we need to tear apart the CMS budget and try to discover where this new-found money is.

If you have funds laying around without cutting somewhere else, you're getting too much funding.

An electronic device for every student.......I can insure you that every middle and high school student I have seen has a smartphone. Doesn't matter the socieconomics. Put the money into keeping the good teachers from moving to SC.

Both wanted financial control - control to do what they wanted regardless of the outcomes on teaching and learning.

Both were rock stars and were horrible hires. Pete seemed better as he was slick and before we knew it he enacted his Broad Academy Playbook, almost completely duped the legislature and showed his contempt of teachers. Re-Pete was certainly NOT slick by any sense of the imagination and could not dupe the legislature. He was so well thought of by those working under him he brought NO ONE with him from Reno, and had EVERYONE on 5th floor letting Mr. Battle know his true nature as an alleged creep and thief.

White parents / students didn't leave CMS due to lack of choices. They left the system for several reasons. One, the system does very little to protect students from violence. Two, the district has done nothing but lower academic standards while at the same time crowing about "academic rigor!" Three, there is absolutely no consistency from one CMS school to the next. Each school is ran like a fiefdom which in turn is ran by a Lord of the manor. Four, CMS wastes far too much money! This district has spent money on programs which have been totally ineffective, yet they continue to push for funding of these same programs. Five, CMS retains and promotes the least effective to lead. I never want to hear anything more about the good old boys network, when there currently exists a good old girls network. CMS is fraught with one problem after another and its leadership turns a deaf ear / eye to the problems. This is why white parents / students left!

3:59 you are correct. we left due to the social pressure on the students at a "good" top performing school, and nothing being done about the troublemakers at school (who seemed to have all the power, over teachers and admin). Scary stuff.

Like most observer writers, Andrew is a card carrying liberal. This explains his articles bashing charter schools, which true believer democrats hate.

How many tens of thousands of families in North Carolina are on charter school waiting lists, as they seek to opt out of CMS and other county systems? If you expect to see headlines about this in the observer, don't hold your breath.

But I do agree with you about the lack of coverage about the charter schools, especially about all the great ones that have popped up in North Mecklenburg county. The CO reporting is always on the failure, wrong data about enrollment but never about why North Meck especially is in charter fever.

Bradford Prep has over 275 kindergarten kids on the waitlist(and there are many more that applied, around 600, but didn't get list waited) and they are the first to hold their lottery for the 2015-2016 year in North Meck.

Where are the tough questions for CMS about what they are doing to improve the schools in this area? It truly is becoming a weeding out of the white kids from any North Meck. school that has 20% or more black or students on free lunch. CMS better get a grip on the situation rather than waiting for these charters to fail, because they won't.

All the great PTA moms, two parent household kids, kids with a little extra cash at home to buy supplies for the classroom, pay for great afterschool programs and not rely on subsides, all these kids are flocking to the North Meck. charters and I have not seen one article or question for CMS about what needs to be done by them.

Here is my suggestion: CMS you need to build an exam entrance elementary, to middle, to high school in North Meck. or all your precious kids that keep the scores up will all be gone soon to the charters. Stop with all these magnets (well not that North Meck. has any that doesn't make you drive into the city) but thanks for the Montessori so that we don't have to drive 10 miles only to drive through the Hidden Valley neighborhood!

White flight will not stop and CMeS know this. They are fortunate that the State continues to dumb down the requirements. The reduction of credits and the dropping of the grading scale are just two examples. The numbers will still go down even with all this and 3x the spending on Focus Schools.

The sad truth is that CMeS does not care or even want the improvement in scores because it would stop the Federal money pipeline, which the Tower is addicted to worse than crack.

My first teaching job was at a YMCA summer day camp in CT. I was a summer 5th grade camp counselor. I did this for 3 years. (ages 17 - 19).

My second teaching job was at Wesleyan Univ. in CT where I served as a resident summer advisor for 'Gifted and Talented' high school students in the arts. I did this for two years. (ages 20 - 22).

My third teaching job was at the University of Massachusetts/Amherst where I was awarded the opportunity to teach non-major undergraduate dance classes my senior year (ages 21- 22)

My fourth teaching job was at George Washington Univ. where I was awarded a graduate teaching assistantship with stipend for two years. (ages 22 - 24).

My fifth teaching job was as an Adjunct Assistant Professor of Dance at the University of the District of Columbia (ages 25 - 26).

My sixth teaching job was with a summer non-profit arts organization serving low-income black high school students from the Washington, DC public school system. (ages 25 -26).

My seventh teaching job was with the Prince George's County MD public school system where I served as a dance teacher at a predominately low-income / high minority high school. (ages 26 - 27).

My eight teaching job was working for a non-profit arts organization located in State College, PA. (age 28).

My ninth teaching job was working as an Adjunct Assistant Professor of Dance at Penn State Univ./College Park. (age 29).

My tenth teaching job was working with the Greater Charlotte YMCM as I raised my two children. (ages 30 - 49).

My eleventh teaching job was as a 4th grade student teacher under the tutelage of the Mecklenburg Area Catholic School System by way of Belmont Abbey College's Adult Degree Program (ages 50 - 51).

My twelfth teaching job is teaching 5th grade math and social studies at a rural public charter school located in the foothills of NC. (age 52).

Here's what I know whether you like it or not:

EVERY teacher regardless of subject matter, race, creed, socio-economic status, sexual orientation, hair color or number of tattoos has similar experiences. EVERY teacher also has experiences that are unique and personal to them which one can learn from.

I believe - along with a number of other bloggers here - that it's time for you to share YOUR story and journey as a teacher. Go for it! We're behind you all the way.

My first teaching job was at a YMCA summer day camp in CT. I was a summer 5th grade camp counselor. I did this for 3 years. (ages 17 - 19).

My second teaching job was at Wesleyan Univ. in CT where I served as a resident summer advisor for 'Gifted and Talented' high school students in the arts. I did this for two years. (ages 20 - 22).

My third teaching job was at the University of Massachusetts/Amherst where I was awarded the opportunity to teach non-major undergraduate dance classes my senior year (ages 21- 22)

My fourth teaching job was at George Washington Univ. where I was awarded a graduate teaching assistantship with stipend for two years. (ages 22 - 24).

My fifth teaching job was as an Adjunct Assistant Professor of Dance at the University of the District of Columbia (ages 25 - 26).

My sixth teaching job was with a summer non-profit arts organization serving low-income black high school students from the Washington, DC public school system. (ages 25 -26).

My seventh teaching job was with the Prince George's County MD public school system where I served as a dance teacher at a predominately low-income / high minority high school. (ages 26 - 27).

My eight teaching job was working for a non-profit arts organization located in State College, PA. (age 28).

My ninth teaching job was working as an Adjunct Assistant Professor of Dance at Penn State Univ./College Park. (age 29).

My tenth teaching job was working with the Greater Charlotte YMCM as I raised my two children. (ages 30 - 49).

My eleventh teaching job was as a 4th grade student teacher under the tutelage of the Mecklenburg Area Catholic School System by way of Belmont Abbey College's Adult Degree Program (ages 50 - 51).

My twelfth teaching job is teaching 5th grade math and social studies at a rural public charter school located in the foothills of NC. (age 52).

Here's what I know whether you like it or not:

EVERY teacher regardless of subject matter, race, creed, socio-economic status, sexual orientation, hair color or number of tattoos has similar experiences. EVERY teacher also has experiences that are unique and personal to them which one can learn from.

I believe - along with a number of other bloggers here - that it's time for you to share YOUR story and journey as a teacher. Go for it! We're behind you all the way.

anon 1:58If my child wanted to be a teacher, I would talk her out of it, no matter what state. Teachers in this country are mistreated and disrespected at every turn. They have become the excuse for worthless parents and even more worthless politicians!

Your numbers are not current on a truck drivers salary not to mention many receive a $10,000 sign on bonus with much much better benefits package.Teachers cap out at $50,000.

Sitting down is a deterrent? I am sure many teachers sit on there bum at least 6 hours per day. Teachers also need combat pay today as many put there life on the line everyday within an unsecured school house.

Don't like driving? Okay learn to be a welder. Even better salary and benefits package than a truck driver or teacher.

On average, first year dry van drivers earn $41,110. Team dry van drivers, in their third year can earn roughly $88,710. The pay does gradually increase year by year, based on performance, safety and experience.

Teaching in NC is a mistake. Teachers finally got a raise last year and they only really gave it to the new teachers... They know younger is cheaper. I heard they are even trying to limit teaching in NC to 20 years... I would disown my child if they wanted to teach.

"On average, first year dry van drivers earn $41,110. Team dry van drivers, in their third year can earn roughly $88,710. The pay does gradually increase year by year, based on performance, safety and experience."

Sounds to me like those "experienced" truckers could be replaced by a team of short-time, temporary truckers and keep costs lower.

Until we open the borders for more Mexican drivers, that is.

Maybe it's time for:

Trucking For America

A special corps of young, inexperienced driver trainees composed of disgruntled teachers looking for a short-term boost in their careers.

They could get the tuition for their trucking schools for free in return for a three year contract as a "team" driver with an experienced trucking mentor.

That should "drive" the costs down for experienced truckers to a more reasonable level.

Oh, and did mention the day our school experienced the most magnificent rainbow I have every seen?

Yes, a couple of weeks ago - while the Northeast was experiencing it's latest blizzard - there was a spectacular rainbow that spanned from Chimney Rock State Park to the local ABC liquor store! My entire public school stopped what we were doing to run outside in the sun, wind and dark clouded rainy mist to marvel at nature. Every class lost about a half hour of standardize EOG/EOC instructional time for the purpose of marveling at frivolous rainbows that, of course, have nothing to do with science, God or anything else.